20 February 2007
1. The inspection
2. Continuous improvement
3. Progress towards meeting the main points for action
4. Conclusion
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HM Inspectorate of Education (HMIE) published a report on the inspection of Stranraer Academy in January 2006. The report indicated that HM Inspectors would engage with the school and the education authority in monitoring progress and would publish an interim report within one year of the publication of the original report.
Working with the school, the education authority prepared an action plan indicating how they would address the main points for action identified in the original HMIE inspection report. HM Inspectors carried out an interim follow-through visit to the school in October 2006. The team assessed the extent to which the school was continuing to improve the quality of its work, and evaluated progress made in responding to the main points for action in the initial report.
The education manager, appointed by the education authority to manage the school’s response to the inspection, was providing effective leadership and had recognised the need to ensure that developments were sustainable. She had been well supported by staff from the education authority in addressing the main points for action. There had been clear progress in improving communication within the school and with parents and the wider community. Management structures had been reviewed and improved. Approaches to quality assurance were more systematic and rigorous. It was as yet too early to see the full impact of these changes on the quality of pupils’ learning, attainment and broader achievements, but a momentum for continuous improvement was developing within the school. Overall, there were positive changes in the climate of the school. The education authority had taken some important steps in improving the learning environment of the school, but more remained to be done to address fully a number of health and safety issues.
The initial inspection report published in January 2006 identified seven main points for action. This section evaluates the progress made with each of the action points and the resulting improvements for pupils and other stakeholders.
3.1 Improve the quality of the curriculum from S1 to S6, including the provision of religious and moral education for all pupils.
There had been some useful progress in relation to this point for action. More remained to be done.
The organisation of the school day had been changed to deal with some of the deficiencies for pupils at the time of the inspection. There was now religious and moral education at all stages. A more coherent and systematic approach to the teaching of personal and social education was developing. The provision of physical education for all senior pupils remained inadequate, however, although there was a good range of opportunities for sports and physical activities outwith the timetabled curriculum. More remained to be done in defining the strategic direction for the curriculum for the school. In particular, there was still a need to build more clearly on pupils’ prior learning from primary schools and to meet better the needs of the full range of pupils, particularly in S5 and S6. The school was now beginning a major curriculum review, scheduled to be implemented from session 2007-08. A curriculum working group had been set up and had begun to consider the key principles of the national programme A Curriculum for Excellence and its potential for the pupils of Stranraer Academy.
3.2 Improve standards of attainment at each stage by improving the quality of learning and teaching.
There had been clear progress with this point for action. More remained to be done, however, to ensure consistency of pace and challenge in lessons and to improve standards of attainment.
Staff were making good efforts to introduce variety into teaching and learning approaches and were making effective use of information and communications technology in the classes observed. There was a more consistent emphasis on sharing with pupils the intentions of lessons and, to a degree, on recapping what had been learned. More efforts were still needed to ensure that pupils were engaged with lessons, took responsibility for their learning and were more aware of what they needed to do to improve. The education authority had worked with the school to provide staff development on effective learning and teaching. A staff working group had been established to develop school policies and to ensure existing good practice was shared.
It was too early to evaluate the impact of these changes on pupils’ attainment. The percentages of S2 pupils attaining expected national levels in reading, writing and mathematics had improved. The performance of S4 pupils had improved in 2006, although the percentages attaining five or more awards at SCQF1 levels 3, 4 and 5 was still below national averages and those of schools with similar characteristics. The percentage of S5 pupils attaining three or more, and five or more, awards at SCQF level 6 had improved in 2006 and was now above schools with similar characteristics, although below national averages.
3.3 Improve the effectiveness of pupil support, in particular the arrangements for supporting pupils with additional support needs.
There had been some useful progress in strengthening the arrangements for the management and delivery of pupil support. More remained to be done to implement the improvements fully.
The organisation of support for pupils had been simplified. Communication and teamwork had been improved, to facilitate the early identification of pupils’ learning and social needs and the more consistent management of pupil behaviour. Planning, policies and procedures had been reviewed. The organisation and management of classroom assistants had been improved. There were clearer priorities and individual programmes for supporting vulnerable pupils. Approaches to the promotion of positive behaviour were being developed more consistently across the school. There were also clearer procedures for identifying and supporting pupils with additional needs related to behaviour, although the behaviour support staffing complement was not yet at full strength. Pupils felt that they had readier access to support staff. However, the overall arrangements for the support of pupils were at early stages of implementation. The school now required to embed these approaches fully and to monitor their impact in addressing the needs of all pupils.
3.4 Improve the opportunities for religious observance.
There had been some progress in improving provision. More remained to be done.
The school was developing a programme of assemblies to allow pupils in all years the opportunity to consider religious issues and moral values. One such assembly had already been successfully led by pupils. The school had met with representatives from various churches to discuss the breadth and balance of the programme. The school now required to develop and implement the programme fully and to advise parents of its nature.
3.5 Improve communication and consultation with staff and parents.
There had been significant progress in addressing this point for action.
More effective internal and external consultation and communication about policies had been established. The School Board had been consulted in drawing up priorities for action in response to the inspection and acknowledged that the school had responded well to the concerns voiced by parents. The Board had received regular updates and appreciated the openness in providing information. Newsletters had informed parents about school activities and the priorities identified for improvement. In addition, the school had provided additional curricular information evenings and curriculum guides for all subjects. The review of school aims had included contributions from staff, pupils and parents. Within the school there was now clearer understanding of the remits of promoted staff and the responsibilities of teachers. There was better teamwork among the principal teachers (curriculum), who were beginning to undertake a key role in taking forward initiatives. Staff meetings were more regular and better organised and the school’s information system was now more effective. In-service training days had been effectively organised, including the sharing of good practice matched to the school’s aims. Assemblies were reinforcing the school’s emphasis on consistent standards and expectations.
3.6 Improve the school’s approaches to quality assurance.
The school was making steady progress in relation to this point for action.
Approaches to quality assurance were improving, with a sustained and necessary emphasis on developing the quality of learning and teaching. There was now more emphasis on consistency of quality in lesson planning. Management meetings were now better organised and more clearly focused on learning and teaching issues. Systematic observation of learning and teaching across the curriculum was being developed. There had been useful support from education authority staff on techniques of monitoring and evaluation. The school was now better placed to use the information available to improve the quality of learning and teaching and pupils’ attainment, which were still uneven across the school. The tracking and monitoring of pupils’ progress had been recognised by the school as a necessary immediate priority and steps were now being taken to improve and extend procedures for the benefit of pupils.
3.7 Improve the effectiveness of leadership at all levels.
The leadership and direction of the school had improved significantly since the inspection.
The education manager appointed by the education authority had provided a clear sense of direction. She had identified accurately the sequence of steps necessary for taking the school forward and achieving sustainable momentum. She had established better teamwork among the senior management team and principal teachers. She had worked well with staff to engage them in policy development. Approaches to quality assurance had improved. Overall, staff were positive about the future of the school and clearer about their respective roles in its necessary further improvement. They recognised the degree of challenge that remained, but equally expressed a collective determination to achieve improvement.
There had been significant progress since the inspection of September 2005 in addressing the main points for action and in establishing a commitment and momentum for improvement. Policies and procedures had improved. More remained to be done to ensure these initial developments were fully embedded and that outstanding health and safety issues were fully addressed. As indicated in the published report of January 2006, HMIE will re-visit the school in a year’s time to evaluate the extent to which these improvements were having a positive impact on pupils’ learning, attainment and broader achievements and will report to parents on progress.
Lachlan MacCallum HMI
20 February 2007
If you would like an additional copy of this report
Copies of this report have been sent to the headteacher and school staff, the Corporate Director of Education and Community Services, local councillors and appropriate Members of the Scottish Parliament. Subject to availability, further copies may be obtained free of charge from HM Inspectorate of Education, T1 Saughton House, Broomhouse Drive, Edinburgh EH11 3XD or by telephoning 0131 244 8079. Copies are also available on our website: www.hmie.gov.uk.
HMIE Feedback and Complaints Procedure
If you wish to comment about follow-through inspections
Should you wish to comment on any aspect of follow-through inspections, you should write in the first instance to Annette Bruton, HMCI, HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.
If you have a concern about this report, you should write in the first instance to Hazel Dewart, Business Management Unit, HM Inspectorate of Education, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA. A copy of the HMIE Feedback and Complaints Procedure leaflet is available from this office or by telephoning 01506 600258 or from our website at www.hmie.gov.uk.
If you are not satisfied with the action we have taken at the end of our complaints procedure, you can raise your complaint with the Scottish Public Services Ombudsman (SPSO). The SPSO is fully independent and has powers to investigate complaints about Government departments and agencies. You should write to the SPSO, Freepost EH641, Edinburgh EH3 0BR. You can also telephone 0800 377 7330
(fax 0800 377 7331) or e-mail: ask@spso.org.uk. More information about the Ombudsman’s office can be obtained from the website: www.spso.org.uk.
Crown Copyright 2007
HM Inspectorate of Education
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1. Scottish Credit and Qualifications Framework (SCQF) levels:
7: Advanced Higher at A-C/CSYS at A-C
6: Higher at A-C
5: Intermediate 2 at A-C; Standard Grade at 1-2
4: Intermediate 1 at A-C; Standard Grade at 3-4
3: Access 3 cluster; Standard Grade at 5-6